EFL読解におけるテーマ推論生成プロセス : 文脈と読み手の熟達度に焦点を当てて

抄録

In narrative reading, readers not only understand specific information in the text but also activate thematic inferences to understand the main points or messages in whole texts. However, given that L2 or EFL learners require greater cognitive loads than L1 readers for lower-level processing such as words and sentences, it can be difficult for them to comprehend the overall meaning of the text. Moreover, the factors that affect the thematic inference process have not yet been fully examined. Therefore, the present study examines the process of thematic inference activation in EFL reading by taking into account learner and text factors. The reading time method was adopted in pilot and experimental studies to measure learners' reading process. Japanese EFL undergraduates performed a self-paced reading task with texts that had a thematic inference target. The results of the pilot study confirmed that learners could automatically make thematic inferences during the reading process without strategic instruction. Moreover, the experimental study showed in detail the process of thematic inference activation, indicating that (a) learners activate inferences when outcome-related information in the text is presented, and (b) upper and lower proficiency readers differ in the process of thematic inference activation.